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ERIC Number: EJ1157081
Record Type: Journal
Publication Date: 2017-Oct
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0313-5373
More than Standardisation: Teacher's Professional Literacy Learning in Australia?
Gardiner, Veronica; Cumming-Potvin, Wendy; Glass, Christine Kay
Australian Journal of Teacher Education, v42 n10 Article 6 p93-107 Oct 2017
Current policies guiding literacy and teacher professional learning in Australia, tend to foreground the importance of standardised practice and assessment in classrooms and schools. However, enactments of print-oriented literacy and professional learning in alignment with this emphasis stand in contradiction with contemporary approaches, which implicate consideration of diversity and contextual relevance. This paper positions teacher problematisation and negotiation of this contradiction as key for broadening literacy learning horizons. Incorporating multiliteracies, Cultural Historical Activity Theory and sociocritical perspectives on policy and professional learning, the authors propose a multidimensional framework for exploring and supporting dynamic and conflictually sensitive teacher learning processes. Such visioning is important if teachers, school leaders, pre-service educators and researchers are to enable learners with adaptable literacy repertoires with relevance to rapidly evolving twenty first century communications and social interactions.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A